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Education Department Bulletin 

Published fortnightly by the University of the State of New York 

Entered as second-class matter June 94, 1908, at the Post OflBce at Albany. N. Y^ under 

the act of July 16, 1894 



No. 494 



ALBANY, N. Y. 



May I, 191 1 



V 



SCH00L^~15F AGRICULTURE, MECHANIC ARTS 
AND HOMEMAKING 



PAGE 

Purpoie of the bulletin 3 

Education through agriculture and 

related subjects 3 

Extract from Education Law 1910 4 

Notes on the law 7 

Suggested courses of study 14 



PAGB 

Appendix 18 

Typical schools of agriculture, 
mechanic arts and home- 
making 18 

List of books on agricultural and 

related subjects 19 

Index 31 



ALBANY 

UNIVERSITY OF THE STATE OF NEW YORK 
1911 



Tsr-MylI-4000 (7-S3S8) 



STATE OF NEW YORK 

EDUCATION DEPARTMENT 

Regents of the University 
With years when terms expire 

1913 Whitelaw Reid M.A. LL.D. D.C.L. Chancellor New York 

1 91 7 St Clair McKelway M.A. LL.D. Vice Chancellor Brooklyn 

1919 Daniel Beach Ph.D. LL.D. Watkins 

1914 Pliny T. Sexton LL.B. LL.D. Palmyra 

1912 T. Guilford Smith M.A. C.E. LL.D. Buffalo 

1915 Albert Vander Veer M.D. M.A. Ph.D. LL.D. Albany 

1922 Chester S. Lord M.A. LL.D. New York 

1918 William Nottingham M.A. Ph.D. LL.D. Syracuse 

1920 Eugene A. Philbin LL.B. LL.D. New York 

1916 LuciAN L, Shedden LL.B. LL.D. - Plattsburg 

1921 Francis M. Carpenter Mount Kiscc 

1923 Abram L Elkus LL.B. New York 

Commissioner of Education 

Andrew S. Draper LL.B. LL.D. 

Assistant Commissioners 

Augustus S. Downing M.A. Pd.D. LL.D. First Assistant 
Charles F. Wheelock B.S. LL.D. Second Assistant 
Thomas E. Finegan M.A. Pd.D. Third Assistant 

Director of State Library 

James L Wyer, Jr, M.L.S. 

Director of Science and State Museum 

John M. Clarke Ph.D. D.Sc. LL.D. 

Chiefs of Divisions 

Administration, George M. Wiley M.A. 

Attendance, James D. Sullivan 

Educational Extension, William R. Eastman M.A. M.L.S. 

Examinations, Harlan H, Horner B.A. 

Inspections, Frank H. Wood M.A. 

Law, Frank B. Gilbert "B.A. 

School Libraries, Charles* E! Fitch L.H.D. 

Statistics, Hiram C. Case 

Visual Instruction, Alfred W. Abrams Ph.B. 

Vocational Schools, Arthur D. Dean B.S. 



Education Department Bulletin 

Published fortnightly by the University of the State of New York 

Entered as second-class matter June 24, igo8, at the Post Office at Albany, N. Y., 
under the act of July 16, 1894 

No. 494 ALBANY, N. Y. May i, 1911 



SCHOOLS OF . AGRICULTURE, MECHANIC ARTS AND 

HOMEAIAKING 

Purpose of the bulletin. This bulletin of information is issued 
for the purpose of answering some of the questions which have 
arisen concerning the Education Law of 1910 providing for the 
establishment and maintenance of schools of agriculture, mechanic 
arts and homemaking. The bulletin contains : 

1 A general statement in reference to the relations of this 
type of school to the general public schools, and the responsibilities 
of the Division of \'ocational Schools in respect to it. 

2 The text of the law relating to these schools. 

3 Notes on this law. 

4 Suggested courses of study. 

5 Brief descriptions of some typical schools teaching agricul- 
ture, mechanic arts, and homemaking. 

6 A list of books, periodicals, and national and State publications 
dealing with agriculture, farm mechanics and home economics. 

EDUCATION THROUGH AGRICULTURE AND RELATED SUBJECTS 

Agricultural education with its correlated training in the shop 
and home implies something broader than merely the establish- 
ment of certain new studies in the public schools. It suggests 
a scheme of education that strongly tends to induce children to 
continue in school until they are consciously prepared to begin 
their life work. It aims to provide for workers in the great pro- 
ductive and constructive industries the equivalent of what the 
State lias long done and is doing for the professional and 
scholastic interests. It is based on a recognition of the dignity 
of labor and the necessity of practical information, experience 
and industry in the attainment of a well-rounded education of 
the individual student. 



4 NEW YORK STATE EDUCATIOX DEPARTMENT 

In recent years increasing recognition has been given to the 
value of agricultural study in the schools, not only for general 
information and culture but also in laying a foundation for voca- 
tional interests and in developing and training such interests toward 
personal and social efficiency. These courses in educational agri- 
culture, mechanic arts and homemaking have thus both an aca- 
demic and a vocational phase which relate them directly to the 
general educational work of the intermediate and secondary public 
schools. The promotion, development and supervision of these 
courses have been assigned to the Division of Vocational Schools. 
Its responsibilities with reference to them will be more clearly 
understood from the following text of the Education Law of 1910 
providing for these courses. 

EXTRACT FROM EDUCATION LAW I9IO 

Article 22 

General industrial schools, trade schools, and schools of agricul- 
ture, mechanic arts and homemaking 

§ 600 General industrial schools, trade schools, and schools of 
agriculture, mechanic arts and homemaking, may be established 
in cities. The board of education of any city, and in a city not 
having a board of education the officer having the management 
and supervision of the public school system, may establish, ac- 
quire, conduct and maintain as a part of the public school sys- 
tem of such city the following: 

1 General industrial schools open to pupils who have com- 
pleted the elementary school course or who have attained the 
age of 14 years, and ; 

2 Trade schools open to pupils who have attained the age of 
16 years and have completed either the elementary school course 
or a course in the above mentioned general industrial school or 
who have met such other requirements as the local school au- 
thorities may have prescribed. 

3 Schools of agriculture, mechanic arts and homemaking, 
open to pupils who have completed the elementary school course 
or who have attained the age of 14, or who have met such other 
requirements as the local school authorities may have pre- 
scribed. 

§ 601 Such schools may be established in union free school 
districts. The board of education of any union free school dis- 
trict shall also establish, acquire and maintain such schools for 
like purposes whenever such schools shall be authorized by a 
district meeting. 

§ 602 Appointment of an advisory board, i The board of 
education in a city and the officer having the management and 



SCHOOLS OF AGRICULTURE, MECHANIC ARTS AND HOMEMAKING 5 

supervision of the- public school system in a city not having a 
board of education shall appoint an advisory board of five mem- 
bers representing the local trades, industries, and occupations. 
In the first instance two of such members shall be appointed 
for a term of one year and three of such members shall be ap- 
pointed for a term of two years. Thereafter as the terms of 
such members shall expire the vacancies caused thereby shall be 
filled for a full term of two years. Any other vacancy occurring 
on such board shall be filled by the appointing power named in 
this section for the remainder of the unexpired term. 

2 It shall be the duty of such advisory board to counsel with 
and advise the board of education or the officer having the man- 
agement and supervision of the public school system in a city 
not having a board of education in relation to the powers and 
duties vested in such board or officer by section 603 of this chapter. 

§ 603 Authority of the board of education over such schools. 
The board of education in a city and the officer having the 
management and supervision of the public school system in a 
city not having a board of education and the board of education 
in a union free school district which authorizes the establish- 
ment of a general industrial school, a trade school, or a school 
of agriculture, mechanic arts and homemaking, is vested with 
the same power, and authority over the management, super- 
vision and control of such school and the teachers or instructors 
employed therein as such board or officer now has over the 
schools and teachers under their charge. Such boards of educa- 
tion or such officer shall also have full power and authority : 

1 To employ competent teachers or instructors. 

2 To provide proper courses of study. 

3 To purchase or acquire sites and grounds and to purchase, 
acquire, lease or construct and to repair suitable shops or build- 
ings and to properly equip the same. 

4 To purchase necessary machinery, tools, apparatus and 
supplies. 

§ 604 State aid for general industrial schools, trade schools, 
and schools of agriculture, mechanic arts and homemaking. 
I The Commissioner of Education in the annual apportionment 
of the State school moneys shall apportion therefrom to each 
city and union free school district the sum of $500 for each in- 
dependently organized general industrial school, trade school, 
or a school of agriculture, mechanic arts and homemaking, 
maintained therein for 38 weeks during the school year and 
employing one teacher whose work is devoted exclusively to 
such school, and having an enrolment of at least 25 pupils and 
maintaining a course of study approved by him. 

2 The Commissioner of Education shall also make an addi- 
tional apportionment to each city and union free school district 
of $200 for each additional teacher employed exclusively in such 
schools for 38 weeks during the school year. 



O NEW YORK STATE EDUCATION DEPARTMENT 

3 The Commissioner of Education may in his discretion ap- 
portion to a district or city maintaining:^ such schools or employ- 
ing- such teachers for a shorter time than 38 weeks, an amount 
pro rata to the time such schools are maintamed or such teachers 
are employed. This section shall not be construed to entitle 
manual training high schools or other secondary schools main- 
taining manual traming departments, to an apportionment of 
funds herein provided for. 

§ 605 Application of such moneys. All moneys apportioned 
by the Commissioner of Education for general industrial or 
trade schools shall be used exclusively for the support and main- 
tenance of such schools in the city or district to which such 
moneys are apportioned. 

§ 606 Annual estimate by board of education and appropria- 
tions by municipal and school districts, i The board of edu- 
cation of each city or the officer having the management and 
supervision of the public school system in a city not having a 
board of education shall file with the common council of such 
city, within 30 da3^s after the commencement of the fiscal year 
of such city, a written itemized estimate of the expenditures 
necessary for the maintenance of its general industrial schools, 
trade schools, or schools of agriculture, mechanic arts and home- 
making, and the estimated amount which the city will receive 
from the State school moneys applicable to the support of such 
schools. The common council shall give a public hearing to 
such persons as wish to be heard in reference thereto. The 
common council shall adopt such estimate and, after deducting 
therefrom the amount of State moneys applicable to the support 
of such schools, shall include the balance in the annual tax bud- 
get of such city. Such amount shall be levied, assessed and 
raised by tax upon the real and personal property liable to taxa- 
tion in the city at the time and in the manner that other taxes 
for school purposes are raised. The common council shall have 
power by a two-thirds vote to reduce or reject any item included 
in such estimate. 

2 The board of education in a union free school district which 
maintains a general industrial school, trade school, or a school 
of agriculture, mechanic arts and homemaking, shall include in 
its estimate of expenses pursuant to- the provisions of sections 
323 and 327 of this chapter the amount that will be required to 
maintain such schools after applying toward the maintenance 
thereof the amount apportioned therefor by the Commissioner 
of Education. Such amount shall thereafter be levied, assessed 
and raised by tax upon the taxable property of the district at the 
time and in the, manner that other taxes for school purposes 
are raised in such district. 

§ 607 Courses in schools of agriculture for training of teachers. 
The State schools of agriculture at St Lawrence University, at 
Alfred University and at Morrisville may give courses for the 
training of teachers in agriculture, mechanic arts, domestic sci- 
ence, or homemaking, approved by the Commissioner of Edu- 



SCHOOLS OF AGRICULTURE, MECHANIC ARTS AND HOMEMAKING J 

cation. Such schools shall be entitled to an apportionment of 
money as provided in section 604 of this chapter for schools 
established in union free school districts. Graduates from such 
approved courses may receive licenses to teach ag^riculture, me- 
chanic arts and homemaking in the public schools of the State, 
subject to such rules and regulations as the Com.missioner of 
Education may prescribe. 

NOTES ON THE LAW 

Part of the public school system, §600, 601. It is obvious that 
the schools, departments or courses in agriculture, mechanic 
arts and homemaking contemplated in this law, must be, or 
become, integral parts of the public school system. 

Advisory board, §602. The appointment of an advisory board 
to counsel and advise with the school authorities in reference to 
the special forms of vocational instruction given in these schools, 
(while not required by the law in the case of union school districts) 
should give valuable assistance to boards of education in deter- 
mining the proper courses of study and forms of material equip- 
ment. These courses should be so designed in their local relations 
as to have the confidence and support of those known to be espe- 
cially interested in the lines of work undertaken, and the members 
appointed to the advisory board should have representative stand- 
ing as workers in agriculture, mechanic arts and homemaking. 

Relation of these schools to the public school system, §603. 
The schools proposed under this act are not special schools in 
any sense other than that they have an especially definite pur- 
pose and a course of study fitting with the purpose. They 
are to be considered as regular parts of the public school sys- 
tem and may properly be called either "" schools," " courses^," or 
" departments " of agriculture, mechanic arts and homemaking. 
They belong to the general school system, are subject to its 
management and articulate with its other parts; but their work 
is not to be mingled or confused with the work of other depart- 
ments or courses, though including much in common with them. 
The plan of work need not prevent students enrolled in " schools "' 
of agriculture, mechanic arts and homemaking from reciting Eng- 
lish, history and other " book studies " in the same classes with 
other pupils in the local school system. In order, however, to 
secure an allotment of State funds under the law these courses. 



1 The word " course " as here used does not refer merely to a single line of 
study but to a group of related studies forming in itself a scheme of educa- 
tion having a distinct vocational purpose. 



O NEW YORK STATE EDUCATIOX DEPARTMENT 

departments, or " schools " must be independently organized. This 
does not necessarily require a building separate from others used 
for general school purposes. It is held by the Education Depart- 
ment that the independent organization of such schools or depart- 
ments should include the following features: 

1 A course of study approved by the State Education Depart- 
ment. This course includes book studies as well as the so-called 
" agricultural studies." 

2 A definite and special yearly report to the Education Depart- 
ment. The requirement of this special report is to make it clear 
that the vocational training is not obscured by other educational 
work and so made an unrelated and minor subject. The report 
blank furnished by the Department is so distinct from other yearly 
reports that the Department can interpret the year's work done in 
the " school of agriculture, mechanic arts, and homemaking " and 
note whether it follows the intent of the law. 

_ 3 One or more teachers holding a special agricultural school cer- 
tificate and devoting their entire time to the teaching of agri- 
culture, mechanic arts, cooking, sewing, book work relating'' to 
agriculture, etc. If the school program is so arranged that these 
teachers have any spare time they may devote such extra time 
to teaching the aforementioned subjects to pupils other than 
those enrolled in the special agricultural, mechanic arts, or home- 
making courses; but they are not to teach subjects other than those 
mentioned above and expect that a special State allotment of money 
will be granted. For example, if a teacher of woodwork or agricul- 
ture has a spare period there is no objection to his teaching shop work 
to boys not in the agricultural course, but he should not be ex- 
pected to teach ancient history, Latin or other subjects not 
directly related to his specialty, nor to teach science, English 
etc. to students who are riot taking the agricultural course. 
^^ 4 At least 25 pupils should be enrolled in the " school " or 
"course" or "department" of agriculture, mechanic arts, and 
homemaking. Pupils who elect only a part of the work in these 
courses^ in order to complete requirements for academic gradua- 
tion, will not be counted in making up the 25 pupils who, accord- 
ing to the law, must be enrolled in the "school of agriculture, 
mechanic arts, and homemaking." As will be seen bv reference to 
paragraph 3, section 604, the law allows, at the discretion of the 
Commissioner of Education, a prorating of the State allotment 
m proportion to the weeks of vocational instruction given during 
the school year, but it does not authorize prorating on the basis 



SCHOOLS OF AGRICULTURE, MECHANIC ARTS AND HOMEMAKING Q 

of the actual number of pupils less than 25. In order to be counted 
as one of the required 25, the Department has ruled that the pupil 
must devote an average of five-twelfths of his time (30 '' counts " 
out of a total of J 2) throughout the course to vocational subjects. 
(This is more fully explained on page 15 of this bulletin.) 

In subjects other than those which are specially vocational in 
character, the students in these special departments can recite 
in classes with other members of the public school unless there 
may be some practical advantage or teaching economy in a dif- 
ferent arrangement. Under no conditions need there be any 
demarcation between students preparing for agricultural or 
homemaking pursuits and those preparing for college entrance. 
Neither line of study is to be regarded as more or less important 
than others pursued in the schools. 

Qualifications of teachers. No teacher who is not specially 
prepared for such work can be licensed to give instruction in these 
industrial courses or departments. The applicant for the certifi- 
cate to teach agriculture, in common with those who teach me- 
chanic arts and homemaking, must furnish evidence of graduation 
from an approved high school, or the equivalent, and also from 
an approved professional institution wherein he has completed a 
course of study in the special subject. In addition he must establish 
to the satisfaction of the Commissioner of Education that he is 
qualified to teach such special subject. 

In special cases a certificate may be granted to an applicant 
to teach shopwork or agriculture in a vocational school when he 
can furnish (i) evidence of an intimate knowledge of the subject 
which he is to teach gained through actual trade or field experience, 
and (2) evidence of a satisfactory general education. An appli- 
cant may be required to take an examination in order to establish 
to the satisfaction of the Commissioner of Education that he is 
qualified to teach his special subject in a vocational school. 

Courses of study. It is not intended to prescribe hard and fast 
general rules in reference to courses of study. Educational neces- 
sity requires that the courses of study shall be somewhat flexible 
and subject to modification as the need appears for changes based 
upon a larger experience. The State syllabus in agriculture for 
secondary schools contains abundant material for that study, but no 
school is expected to teach intensively all of it; selections for in- 
tensive study are to be made of topics that can be most effectively 
taught from the standpoint of community interest and adequate 



lO NEW YORK STATE EDUCATION DEPARTMENT 

illustration, while presenting also a well-balanced general knowl- 
edge of the whole field of agricultural science and practice. The 
instruction should aim to touch in a direct way the student's 
activities and interests in the home, shop, field and garden, and 
should concern itself with problems that are concrete and obviously 
educational because of their practical value. 

It should be kept constantly in view that the purpose of these 
courses under special teachers is to educate men and women for 
practical service. Eventually we may expect that this type of edu- 
cation will be open to students who can not attend school every 
day or for the full school term and will confer its aid upon adults 
as well as younger persons. There is every reason to believe 
tliat these special schools may become the centers of agricultural 
interest. The teachers of agriculture and homemaking should 
be so expert in their specialties that patrons of the schools will 
seek technical information. The school buildings may well pro- 
vide exhibit space for samples of crops, seeds, implements etc. 
The advisory boards should be of great service in fitting the 
general course of study to the special interests of their own 
communities. ( More complete suggestions as to the course of study 
proposed by the Department will be found on pages 15—17.) 

It is the intention of the Department to make a distinction be- 
tween manual training and industrial training, between a mere 
book course in agriculture and definite agricultural training. The 
work undertaken in each vocational school must justify the exclu- 
sive services of each special teacher for whose work a State 
allotment is made. 

State aid, § 604. The State will make an annual allotment of 
$500 to the board of education for each school or department 
having at least 25 pupils, maintained for a minimum period of 
38 weeks in each school year, and employing the full time of 
one teacher, and an additional $200 for each teacher besides the 
first ; but only when the requirements of the Education De- 
partment as to course, equipment and qualifications of teachers 
are complied with. To secure State aid these departments or 
courses must be in operation at least as many hours per day 
as other local schools. 

Not all agricultural teaching is approved. Classes of book 
study only in agriculture and homemaking are not entitled to 
the benefits of the law establishing these courses. 

Method of securing the State allotment, § 606. The data in 
relation to the special school's, departments, or courses in agri- 



SCHOOLS OF AGRICULTURE, MECHANIC ARTS AND HOMEMAKING II 

culture, mechanic arts, and homemaking in operation in each 
city and union school district must be included in the special 
annual report submitted to the Department at the close of each 
year; and the apportionment as provided in section 604 will be 
based on the facts shown by such annual report. The method 
employed will be, as nearly as possible, the same as now cus- 
tomary in connection with the regular schools. 

Powers and duties of the Commissioner of Education. The 
Commissioner of Education has the general supervision of these 
schools, prescribes regulations regarding the licenses of teach- 
ers, provides for the inspection of courses of instruction, and 
makes rules and regulations to carry out the provisions of this 
act. 

Suggestions as to beginning the work. Preliminary to a more 
direct understanding with the Department, the following sug- 
gestions may be offered to school officers who wish to introduce 
one or more of these courses of industrial instruction : 

1 Lay out the proposed course of study in agriculture, mechanic 
arts or homemaking, including the book-work studies related to 
each, and submit it to the Department for approval. 

2 Investigate the record of some man who is competent to 
teach agriculture ; he will probably know something of mechanic 
arts. Find out whether his record of experience and training meets 
the requirements of the Department. 

3 Note whether the regular school laboratories, with some 
additional apparatus, can be used for the laboratory work in agri- 
cultural teaching. (Examine the secondary agriculture syllabus 
for this.) ]\Iake some provision for the mechanic arts work; 
possibly some room in the basement will answer the purpose. It 
can be fitted up with benches and tools at an expense of $125 to 
$250. Later, as this phase of the course develops in the school 
the mechanical equipment can be increased. It is desirable at the 
outset that the school should have at least one full set of the most 
commonly used carpenter's tools, some extra saws and hammers, 
a few wood vises, and at least one iron vise. A portable black- 
smith's forge, anvil, and tools suitable for the ordinary repair of 
farm machinery, should be added as early as practicable. Some pro- 
vision can also be easily made to give boys the opportunity to get 
acquainted with the usual types and operation of gasoline engines 
for farm use. 

4 Secure 25 pupils above 14 years of age, from the upper 
grammar grades, the high school, and the outlying districts, who 



12 NEW YORK STATE EDUCATION DEPARTMENT 

wish to take special work in agriculture, mechanic arts, and home- 
making. It is not required that these pupils shall have the " pre- 
liminary certificate " before they are allowed to begin the voca- 
tional courses. Boys and girls who may have been out of school 
for several years can often be induced to take up the work on 
these conditions, and if they are mentally mature enough they may 
be permitted to take up in the first year of the high school the 
usual academic subjects that are required in the vocational course. 
Otherwise, such work can be taken with pupils in the intermediate 
(seventh and eighth) grades. Nonresident pupils from districts 
not having academic departments, who enrol in these vocational 
courses may, under the same conditions as students taking the 
ordinary high school work, be counted for payment of tuition by 
the State. 

5 Impress upon boys and girls who take the vocational courses, 
including English, history, science and mathematics, that they 
may get a high school diploma; that vocational subjects count 
toward such a diploma, and that boys who are in the elementary 
school can get into the high school even if they take vocational 
work in the seventh and eighth grades. There is no intention on 
the part of the Department to exclude any such boy from entrance 
to the high school. Pupils who complete all the requirements of 
the vocational course, including the academic work below the high 
school, will receive the regular academic diploma (with vocational 
electives). Any pupil who must leave the school before graduation, 
if he has completed a two-year vocational course, may receive a 
certificate issued by the Department indicating the work he has 
accomplished. 

6 When a number of girls wish to study cooking and sewing, 
a very inexpensive cooking laboratory can be fitted out. A course 
of study in household economy, as well as in agriculture and 
mechanic arts, is provided in both the elementary and secondary 
syllabuses. If the interest in work for girls is sufficient to warrant 
securing a trained teacher of household economy, the State will 
allow $200 a year toward her salary in addition to the $500 allotted 
for the teacher of agriculture and mechanic arts. While the 
boys are busy in the shop, laboratory and field the girls can be 
occupied with cooking and sewing. If the students taking agri- 
culture, mechanic arts, and homemaking are brought together for 
their classes in bookwork, and if the attempt is made to adapt 
this bookwork to the agricultural needs of the community, the 
State will give a further allotment of $200 a year toward the 



SCHOOLS OF AGRICULTURE, MECHANIC ARTS AND HOMEMAKING I3 

salary of a third teacher. The third teacher might be employed to 
teach the shopwork, farm and home bookkeeping and industrial 
arithmetic, classes in elementary agriculture (above the sixth grade), 
or classes in physics, chemistry, or biology when taught with special 
reference to their farm and home api)lications. (See paragraphs 
2 and 3, page 15.) Some of this work may be done by the first 
agricultural teacher during the first year the vocational course is 
in operation in the school. (See page 17.) In most cases the 
average village school will employ but two special teachers — one 
a man teaching agriculture and handwork, the other a woman 
teaching cooking, sewing, and perhaps some bookwork in the voca- 
tional course. 

Equipment. It is not necessary at the beginning that the 
equipment should be elaborate, but the fact should be recog- 
nized that good tools are at least as important in industrial 
training as good textbooks are in scholastic training. The tools 
and implements regularly used in agriculture, the mechanic arts 
and household practice are recommended for school use and illus- 
tration. They will be of material aid in convincing patrons 
that these courses are designed to be practical and efficient. 
Some of the apparatus needed can be designed and made by 
the students themselves. Provision should be made for a rea'- 
sonable annual addition to the equipment as the work develops. 
Division of Vocational Schools. To the Division of Voca- 
tional Schools have been assigned the duties incident to the estab- 
lishment, organization and supervision of these schools or courses 
in agriculture, mechanic arts, and homemaking. Local boards 
of education are advised to consult with granges, farmers clubs, 
labor organizations and school improvement associations and 
mvite expression from press and citizens as to the establish- 
ment of one or more of these special lines of industrial training 
in the public schools. Whenever and wherever it becomes evi- 
dent that a real demand exists, based upon a willingness to con- 
sider and provide for necessary requirements in the establish- 
ment and maintenance of such courses, the State Education 
Department, through the Division of Vocational Schools, is ready 
to be of service in the establishment and direction of such de- 
partments of instruction and training. 



U^^t'^^^h^c^^ JI.^A 



Chief, Division of Vocational Schools 



14 NEW YORK STATE EDUCATION DEPARTMENT 



SUGGESTED COURSE OF STUDY IN AGRICULTURE, MECHANIC 
ARTS AND HOMEMAKING 

Beginning with the school year 1910-11 a new secondary syllabus 
in agriculture went into effect. This syllabus provides for seven 
distinct subdivisions of the general agricultural course, and in a 
general way outlines the work to be done in high schools and 
academies on either the academic or vocational basis. The dis- 
tinction between " academic " and " vocational " agriculture as it 
has come to be recognized by the Department may be explained as 
follows : The term " academic agriculture " is applied to the teach- 
ing of the subject by the best regular teacher available in a given 
school (usually the principal or science teacher), the work being 
offered chiefly as a cultural or general-information elective in the 
regular academic or college preparatory course. Each of the half- 
year courses outlined in the syllabus is allowed 2^/2 credits, or 
"Regents counts,'' and the full year course (in dairying), 5 
credits, aggregating a total allowance of 20 counts which may be 
earned by election out of the total 72 counts required for aca- 
demic graduation. Two and one-half counts are given for the 
equivalent of 5 recitation periods (45 minutes each) of prepared 
work per week throughout a half-year. Each laboratory exercise 
(90 minutes) on unprepared work counts as one recitation period. 
Preferably not less than two laboratory periods, alternating with 
three recitation periods, should be given each week. 

When the school establishes a course in " vocational agriculture " 
and its closely related subjects, the required special work is in- 
creased to a total of 30 counts (equivalent to five-twelfths of the 
pupil's school time), and the instruction is required to be given 
by specially approved and licensed teachers. 

It will thus be seen that 20 counts of the agricultural work are 
common to both the " academic "' and " vocational " courses, so 
far as the general scope of subject matter is concerned; but in the 
" vocational " course the work of both teacher and student is 
expected to be much more concrete, intensive, and thorough than in 
the " academic " course. It is expected also that through the as- 
sistance and counsel of the advisory board the vocational work 
will be particularly adapted to the agricultural and industrial 
interests of the local community. In both types of instruction 
credit will be given the student on the certificate of the principal 



SCHOOLS OF AGRICULTURE, MECHANIC ARTS AND HOMEMAKING 1 5 

after the work has been inspected and approved by the Department 
through the Division of Vocational Schools. 

Tlie 10 additional counts lying between the 20 allowed in the aca- 
deinic agricultural course and the 20 required in the vocational 
course are provided for on a somewhat flexible plan adapted to 
varying conditions in different schools. The requirements are ex- 
plained in the following paragraphs, numbered and lettered for 
convenient reference in correspondence with the Department : 

1 Five counts must be provided in mechanical drawing and shop- 
work for boys, and six counts in design, representation, and house- 
hold decoration for girls. ^ This course is to be taught by the special 
teacher of agriculture, manual training, or drawing, or by the teacher 
of home economics ; in any case it must deal with practical industrial 
.problems, applicable on the farm or in the home, and approved by 
the Department. A special syllabus on this course will be ready 
with the beginning of the school year 1911-12. A considerable 
range of " home projects " in this line of work (both for boys and 
girls) will be offered to the election of individual students, to be 
worked out under the direction of the special teacher. 

The five remaining counts may be taken fron one of these lines: 

2 (fl) A year's work in physics, (b) a year's work in chemistry, 
or (c) a year's work in both physics and chemistry, all taught with 
special reference to the application of their fundamental facts and 
laws to farm practice and household arts. A circular suggesting 
methods of conducting such courses will be issued early in the 
school year 1911-12. This course will be required of all vocational 
pupils who have not had the regular academic courses in physics 
and chemistry. 

3 A course in general biology (5 counts) so presented as to intro- 
duce the most common plants and animals concerned in agriculture 
or commerce that can be utilized for study and illustration, in pre- 
ference to those having no economic value or harmfulness. In this 
class the course outlined in the general academic syllabus in biology 
may be utilized for general guidance as to the order of developing 
the subject, but it must be largely supplemented with special bul- 
letins on plants and animals of economic interest and by other ap- 
proved laboratory work and assigned readings. 

4 A course of practical education work on the farm or in the 
home, outlined and guided by the Department and the local school, 
and so d'eveloped through the cooperation of teacher and parent 
as to be equivalent to a five-count study course. The work will 

1 If home economics is included in the course. 



l6 NEW YORK STATE EDUCATION DEPARTMENT 

be largely in the form of " home project "' undertakings in agricul- 
ture or domestic economy that appeal to the special interest of indi- 
vidual boys and girls and their parents, and that develop the mutual 
educative function of the home and school. It is expected that the 
pupil's home project work for a year, possibly covering a summer 
vacation (or for a half-year with 2}^ credits), will be summed up 
in a carefully written thesis which presents a complete discussion 
of the problem or experiment undertaken, the scientific facts and 
principles involved, and the practical results accomplished. Such 
papers may occasionally be published by the school or possibly by the 
Department as illustrations of the educational value of school and 
home agriculture. This course will be designated as "Agriculture 
VIII," and is open as an additional elective to any pupil who may 
be able to satisfy all the other requirements of the vocational course. 
It is hoped that many pupils will take advantage of it. A special 
syllabus outlining a large range of this elective home project work 
will be available for teachers at the beginning of the school year 
1911-12. 

All the work indicated above in paragraphs 2-4 is to be taught 
only by the special teacher accredited for agriculture or home econ- 
omics, in order that the vocational motive and character of the 
teaching shall be beyond question ; but pupils in the regular academic 
course who elect the vocational classes indicated in paragraphs 2 
and 3 will also receive academic credits in the subjects studied, de- 
termined on the basis of inspection and approved reports in lieu of 
Regents examinations. 

Girls as well as boys may be admitted to the regular agricultural 
courses and are specially advised to elect the work in poultry hus- 
bandry (agriculture ATI) fruit growing (agriculture II), at least 
one-half the work in dairying (agriculture V) and the home project 
work (agriculture YHI), in all cases where a complete course in 
home economics is not yet established in the school or is not desired 
bv the individual pupil. In some instances it may be desirable to 
inaugurate a high school department of " agriculture, mechanic arts 
and homemaking " by securing as the first teacher a woman who is 
competent to conduct the work in home economics according to the 
State syllabus in that subject and who can also give some attention 
to school garden work and possibly to an elementary book course in 
agriculture in the seventh and eighth grades. 

In all cases it is highly desirable that a general elementary course 
in agriculture should be taught in the seventh or eighth grades of 



SCHOOLS OF AGRICULTURE, MECHANIC ARTS AND HOMEMAKIXG IJ 

all schools maintaining or preparing for a vocational course in agri- 
culture in the academic department. The first special teacher of 
such a course can well devote his time the first year to the " me- 
chanic arts " course in the ninth year, the regular agricultural work 
of the tenth year, an elementary book course in the seventh or 
eighth grades (possibly both combined and the subject taught in 
alternate years), and one class in physics, chemistry, or biology. 
The next year the regular agricultural work could be advanced to 
the tenth year and a general elementary course be given for all 
high school students who had not previously had the equivalent of 
it. The work of the third high school year, if not the second, would 
doubtless require an additional special teacher. 

The suggestions just made will be more clearly understood by 
reference to the following outline of the complete vocational course: 



A SUGGESTED AGRICULTURAL COURSE 



First year 

English 4 

Algebra 5 

Biology 5 

Mechanical drawing 3 

Carpcntr}' and joinery (labora- 
tory periods) 2 



Total 19 



Third year 

English 

Elementary bookkeeping 

Chemistry (agricultural)*.... 

Economics 

History 

Agriculture VI (animal hus- 
bandry) first term 

Agriculture IV (potato grow- 
ing) second term 



3 
3 

-V2 
2 

3 

2 1 4 
2V2 



Total 18^ 



Second year 
English 

Plane geometry 

Physics (agricultural)*...,... 

Agriculture (elective — VIII or 
elementary) * 

Agriculture III (cereal and 
forage crops) first term .... 

Agriculture VII (poultry rais- 
ing) second term 



3 

2V2 
21/, 



Total 18K' 

Fourth year 
English, or commercial English 

and correspondence 3 

American history with civics. . 5 
Agriculture I and II (general 

fruit growing, including ap- 

pl'-^s) 5 

Agriculture (dairying) 5 



Total 18 

Total credits possible. .. .74; required. .. .30 

* As indicated on page i.t under 2 ah c, either physics or chemistry may be continued a whole 
year, iffdesired, in order to secure full credit for academic students in either subject, in 'schools 
where each is taught only in alternate years; or the academic students may be taught by them- 
selves for one half-year on technical topics not covered in the vocational (agricultural) courses 
in physics and chemistry. Where both subjects are tnught together for one year by the special 
teacher, this class may come either in the second or third year and the other year be given to 
elementary agriculture (see first paragraph of this page), to agriculture VIII, economics, or some 
other elective. 



NEW YORK STATE EDUCATION DEPARTMENT 



APPENDIX 

A few typical schools of agriculture, mechanic arts and home- 
making 

To suggest a basis for the development of a State system of 
public school instruction in agriculture, mechanic arts, and 
homemaking, some consideration may profitably be given to 
types of such schools that have already been developed in other 
states. These may be classified roughly as county agricultural 
schools, congressional or judicial district agricultural schools, 
consolidated or centralized rural agricultural high schools, and ordi- 
nary public high schools conducting courses in agriculture, me- 
chanic arts, and homemaking. 

As a class, the county agricultural schools offer a course that 
is soiiewhat narrowly vocational, devoting from one-third to 
one-half time to technical instruction and practice in agri- 
culture, shopwork and household economy. They are usually 
provided with a considerable farm for experimental and prac- 
tical work, with well-equipped shops and some power machinery 
for work in farm mechanics, simple blacksmithing and rough 
carpentry, and with good individual laboratory equipment for 
the practical teaching of domestic science and household man- 
agement. As a rule, these schools do not articulate closely 
with either the public elementary schools belovv', or the agri- 
cultural or other colleges above their own rank. 

The so-called district agricultural schools are intended to serve a 
larger geographical unit than the county, usually the territory in- 
cluded in a congressional or judicial district. Their scope of work 
does not differ essentially from that described for the county agri- 
cultural schools. Both usually offer to the farmers of their terri- 
tory certain forms of practical service that can be rendered 
in greater or less degree by all types of agricultural schools, 
such as the free testing of corn and other seeds, testing sam- 
ples of milk and cream, treating oats for smut and potatoes 
for scab, spraying and grafting fruit trees, supervising the work 
of boys and girls agricultural clubs, giving lectures and demon- 
strations at farmers institutes, judging local agricultural ex- 
hibits, and other lines of school extension work. A number of 
these schools publish school leaflets or bulletins for the benefit of 
patrons. In a general way the New York State schools of agricul- 
ture at Canton, Alfred and Morrisville correspond to this type of 
special school. 



SCHOOLS OF AGRICULTURE, MECHANIC ARTS AND HOMEMAKING IQ 

The rural agricultural high school is often the result of a 
consolidation of several districts previously served by one- 
teacher schools, the most distant pupils being earned to and from 
the central school by some form of public conveyance This 
concentration of a larger number of pupils in one school build- 
ing permits better classitication and proper promotion, makes 
supervision more efficient, increases the length of class recita- 
tion periods, and at the same time reduces the number of di - 
ferent classes for each teacher, thus promoting better special- 
izing in the subjects taught by each. Under this arrangement, 
the time of one or more teachers may be given to instruction 
and practical work in agriculture, mechanic arts, and homemak- 
ino- These lines of work are usually taken up sooner or later 
in^'all the consolidated rural and village schools, with a fair 
provision of land, laboratory, and shop equipment for practical 
exercise and illustration. 

Many unconsolidated public high schools, even in cities, are intro- 
ducing general courses in agriculture in addition to domestic science 
and manual training. The tendency is to limit these lines of work 
to the classroom and laboratory and subordinate the time devoted 
to them to the demands of the traditional school subjects. 
These curtailed "industrial" courses are not infrequently at- 
tached as extras to the "regular" courses, and are not given 
the full status of the older studies in credit toward graduatiom 
To deserve such credit the work should be founded and conducted 
on a basis that will earn the respect and cordial recognition of 
competent farmers, mechanics and housekeepers. 

As all these tvpes of schools are listed in circular 97 of the 
Office of ExpeHment Stations, United States Department of 
Agriculture, readers are referred to that publication. t is exceed- 
inglv instructive as to the rapid growth of agricultural and home- 
making courses in public secondary schools throughout this country. 
During the four years 1907-10 the increase in the number of such 
schools teaching agriculture was 1574 per cent. 

A SELECTED LIST OF BOOKS ON AGRICULTURAL AND RE- 
LATED SUBJECTS 
The following lists of books and other publications are not 
offered as complete but as suggestive of the helps already avail- 
able to students and teachers of these new lines of public school 
instruction. 



20 NEW YORK STATE EDUCATIOX DEPARTMENT 



General 

' Yorl7' i^of * ^^^^ ^^""^^ """'^ *'''' Farmer. Macmillan, New 
Contains an interesting chapter on the developing of appHcable education 

' 5^;;;^oTk.' Tgot'"^ °' ^^"""■'- ^'" ^™'">- company, 
Deals chiefly with the part which farmers themselves must bear in im 
proving educational and social conditions in rural life. 

^ ^u'^'^f' ^.^°'Se A. Teaching Agriculture in the High School. 
Ihe Macmillan Company, New York. 1910 
Gives some special attention to the pedagogy of the subject. 

4 Davenport, Eugene. Education for Efficiency. D. € Heath 
& Co. Boston. 1909. 

Part I deals with general considerations in improving the efficiencv of 
sc"honk''H°°' instruction. Part II discusses agricultural teaching n 'high 
schools elementary schools and normal schools, with a chapter on the 
rational development of American agriculture. ^''^pier on tne 

5 Kern, O. J. Among Country Schools. Ginn c^ Co New York 
1906. 

An extremely interesting and suggestive treatment of the problem of 
school and home decoration and their educational relationships. 

6 McDonald, W. Agriculture in America. The Knickerbocker 
-Press, New York. 1909. 

A general survey of the United States Department of Agriculture the 
endowments of the land-grant colleges, farmers institutes, and agricultural 
instruction in Minnesota. d^ncuiiurai 

List of helpful textbooks of agriculture 

(See also the list given in the Secondary Agriculture Syllabus 
References m the experiments are confined largely to books in the 
?5o list ■ .) 

1 Bailey, LH. The Principles of Agriculture. Macmillan, New 
vork. 1898. 300 p. 

nrSo^^r ''"^"t^^" S-^^^" to the study of the soil and plant functions and 

2 Bessey, Bruner & Swezey. Ncav Elementary Agriculture. Uni- 
versity Publishing Co. Lincoln. 1903. 194 p. 

Particular attention to farm botany, entomology and meteorology. 

3 Burkett, Stevens & Hill. Agriculture for Beginners. Ginn & 
Co. New York. 1903. 194 p. 

Well illustrated, general in scope, with emphasis on dairvin^ cattle 
poultry, bees and gardening. ■ '^ ^""•'^' 

4 Coulter, J. G., Coulter, J. M. & Patterson, Alice Jean. Practical 
Nature Study and Elementary Agriculture. D. Appleton & 
Co. New York. 1909. 354 p. 

Shows the value of nature study as an introduction to agriculture and 
discusses the subject with reference to seasonal changes; emphasizes exoeri- 
mental work. ' f ^cii 



SCHOOLS OF AGRICULTURE, MECHAXIC ARTS AND HOMEMAKING 21 

5 Davis, Charles W. Rural School Agriculture. Orange Judd 

immmmmm 

6 Evans, C. M. Outlines of Agriculture for Rural Schools. 
\V M Welch Mfg. Co. Chicago. 1910. 32 P- . 

TZ^Zs Jessie. Farm Arithmetic. The Henry Field Seed 

Kelte^ ifsef/To .^^tLJTo'i S^^Zi^^i^^^ bo. or .ir, »in use 

everv day in actual life. 

8 Fisher, M. L. & Cotton, F. A. .Agriculture for Common 

c^liAnk Scribner's Sons. New York. 1909. ,1!M p. . 

Wen tdexe":! and nLu°,ei. Last chapter deals ,vitl, " Edueat.on and 

o'cot'E" S. & Mayne, D. D. First Principles of Agriculture. 
O^eSf »n«°t t^SnSl I^t a„&..t.£ns ., a snnp.e ... 

10 Goodrich, C. L. The First Book of Farm.ng. Donbleday, 

11 Hall F H. The Practical Arithmetic. American Book Lo. 

iTo^ti^J^oJ^ •''A.HcuUnr. P.oUe.s " 
.3 Hatch & Haselwo^d. E,eme,.ary Agnc..U,re Pract, 

cal Arithmetic. Row, ■t^f-.^^-°''^V^,,,,„_„, facts and principles, with 

,, Havs W M., Robertson, Liggett, ct al. Rural School A,n 

'S^.Jl:f^-^^^^:^t. ^S^lt^t^i directions 

\: Farrc H% Bau.-rty .«^L, ^^^^-^^^ ^^^^^ 

the Laboratory and School Garden, wran^ j 

York. 1905- 400 p. experiment and observa- 

Aims to develop agncultural ^^^t^, ^"^^f .""hapter on farm animals. 

tion; necessary directions given; only one chapter o • ^^^^ 

15 Keefer, C. A. Nature Studies on the Farm. American booK 

zSoc^tiJe^^deni^the^^i^ct of agriculture; naturally correlated 

with school reading. , j t . i,n Flpmentarv Agri- 

'^re-fot Z-al iSL^r'tL^Slhiug I'o^'-MorgLtoL, 

W. Va. 1908. 280 p. . , . , simple, adapted 



22 NEW YORK STATE EDUCATIOX DEPARTMENT 

'^^!nrVc\,^^Trr! P Agriculture, with Industrial Les- 

.uiib. u. u. rteath cV- Co. Boston. 1002. 141 n 

o.?:L":ZT''' """'"' I"""'"- °" '-™ "<"- ""i-^ si-Ple lessons 
'\?rYori? ^.r'r- 386 "p--^^""' -^^'•""■™"-^-- S-ibners Sons. 

21 Upham A. A. An Introduction to Agriculture. D. Appleton 

C^ Co., New York. 1910. XI+270 p ^ppieion 

Elementary textbook for seventh and eighth grades- chanter nn cx.n^ 

s^<u.rrsaxt"?or„e-t'su~a;5'tr:rS:f^^^^^^^^ 

^^rr'^ono' ^;, ^^'^"^^"'^^ °^ Agriculture. Macmillan, New 

ho^T^'"*^ and full/ illustrated: chapters on farm management the farm 
home, and the farm community; suggestions for teachTn" oreDare^ 
especially for secondary and normal schools. leacmn^ , prepared 

23 \A^ilson, AD. & E W. Agriculture for Youn^. Folks. Webb 

Publishing Co. St Paul. iqtg. 3 |o p 

Gives special attention to corn, potatoes,^hay, seed selection, farm manage- 
ment, live stock, farm home sanitation, country roads, and cooperaS- 
well Illustrated; contains questions and arithmetical problerns '°°P''^^'°"' 

Publications of the United States government relating to school 

agriculture 

' ^^^^\^ J.. Normal School Instruction in Agriculture 
Office of Experiment Stations. Cir. 90. Dec. 16, 1909. 31 p 

2 Bailey Liberty Hyde. On the Training of Persons to Teach 
Agriculture in the Public Schools. Bureau of Education 
Bui. T. 1908. 52 p. 

^ r^2^^^' P"^^ J-. P^og^'^^ss in Agricultural Education, 1906 
CJtfice of Experiment Stations An. Rep't IQ06 p 2U-^oo" 
(Reprint) " o a ■ 

4 1907- Office of Experiment Stations \n Reo't 

1907. p. 237-306. (Reprint) ' ^ 

5 ~ T908. Office of Experiment Stations An Ren't 

1908. p. 231-88. (Reprint) ^ 

■^ ~ School Exercises in Plant Production. Farmers' 

Bui. 408. 1910. 48 p. 



SCHOOLS OF AGRICULTURE, MECHANIC ARTS AND HOMEMAKING 23 

-7 & Howe F W. Free Pu1)lications of the Department 

of ^CTi-ulture Classified for the Use of Teachers. Office of 
Experiment Stations. Cir. 94. Feb. 22, 1910. 30 P- 

8 School Lessons on Corn. Farmers' Bui. 409.. iQio. 

Q Davis K. C. County Schools of Agriculture m Wisconsm. 
Ofi^ce of Experiment Stations.. Doc. 805. 1904- P- 677-86. 

10 Howe, F. W. Boys' and Girls' Agricultural Clubs. Farm- 
ers' Bu'l. 385. Feb. 4. 1910- 23 p. 

,1 Agriculture as First Year Science. Experiment Stations 

Record, v. 23, no. 3. p. 201-9. (Reprint) 

12 Jewell, James Ralph. Agricultural Education. Bureau of 
Education. Bui. 2. 1907. 140 P- 

i^ Knorr George W. Consolidated Rural Schools and Organi- 
zation of a County System. Office of Experiment Stations. 
Bui. 232. i()io. 100 p. 

lA Owen, C. J. Secondary Agricultural Education in Alabama. 
Office of Experiment Stations. Bui. 220. Nov. 19, 1909- 30 P- 

15 Smith, H. R. A Secondary Course in Animal Production. 
Oftice of Experiment Stations. Cir. 100. 19 10. 65 p. 

16 Stevens F. L. The Farmers' Institute with Relation to Ag- 
ricultural High Schools. Office of Experiment Stations. Bui. 213- 

p. 53-59. 
I" True A C. Progress in Secondary Education in Agriculture. 
Office' of 'Experiment Stations An. Rep't. 1902. p. 481-500. 

(Reprint) 

j8 — Progress in Agricultural Education. Office of Experi- 
ment Stations An. Rep't. 1903. P- 574-634- (Reprint) 

Office of Experiment Stations An. Rep t. 

1904. p. 576-616. (Reprint) 

20 Office of Experiment Stations An. Rep't. 

1905- P- 303-57- ^Reprint) 

21 & Crosby, Dick T- The American System of Agri- 
cultural Education. Agric. Dep't. Office of Experiment Sta- 
tions. Cir. 83. May 27, 1909. 27 p. 

22 United States Bureau of Education. Benjamin Franklins 
'• Proposals Relative to the Education of the Youth in Penn- 
sylvania," 1749- Cir. 2. 1892. 62 p. 

23 Report of the Commissioner of Education for the 

year ending June 30, 1908. p. 740-41 - 

24' Secondary Education. Report of the Commissioner 

of Education for the year ending June 30, 1909- P- 146-49- 

25 United States Department o£ Agriculture. Federal Legisla- 
tion, Regulations, and Rulings Affecting Agricultural Colleges 
and Experiment Stations. Office of Experiment Stations. 
Cir. 68. July 6, 1907. 20 p. 



^4 NEW YORK STATE EDUCATION DEPARTMENT 

^^.~T~ Institutions in the United States Giving Instruction 
in Agriculture. Office of Experiment Stations. Cir 07 Mav 
23- 1910. 15 p. ^^- ^ 



^7 — Organization, Work, and Publications of the \^n- 

cultural Education Service. Office of Experiment Statio^ns 
Oir. 98. Jan. 13, 1910. 

^^ , .1 Secondar)^ Courses in Agriculture. Seventh Report 
ot the Committee on Methods of Teaching Agriculture of the 
Association of American Agricultural Colleges and Experi- 
ment Stations. Office of Experiment Stations. Cir. 49. 10 p. 

29 7-—- A Secondary Course in Agronomy. Eleventh Report 
ol the Committee on Instruction iir Agriculture of the Ameri- 
can Association of Agricultural Colleges and Experiment Sta- 
tions. Office of Experiment Stations. Cir. yy. 43 p. 

Publications in I'arious slates relating to school agriculture 

I Anderson Leroy. Agriculture in the High Schools. Univ 
Lai., Lol. Agnc. Cir. 47. Xov. 1909. 18 p. 

^ .^^'p' uv °c 7^'f Preparation of Teachers of Agriculture for 
the Public Schools of Illinois. Univ. 111. 8 p. 

^ P^S^S"' ?^ST ^' Elementary Agriculture in the New Hol- 
land High School Ohio State Univ., Agric. Col., Extension 
-Bui., V. 3, no. 7, March 1908. 

4 Draper, Andrew S. Agriculture and its Educational Needs 
State Educ. Dep t, N. Y. 1909. 32 p. 

5 Fletcher, S. W An Elementary Course in Horticulture for 
the Schools of Michigan. Published by the State Superintend- 
ent of Public Instruction. Bui. 28. IQ08. 31 p. 

6 Fowler, Frederick H. Early Agricultural Education in Massa- 
chusetts. Mass. State Bd Agric. Mth An. Rep't. p. 331-92 
(Reprinted as Public Document No. 4) ^ 00 -^ 

7 French W. H Agriculture in the High Schools of Michigan 
Mich. Agnc. Col., Dep't Agric. Educ. Bui. 2. 12 p. 

^ : '^ Course in Agriculture for the High Schools of Mich- 
igan. Mich. Agnc. Col., Dep't Agric. Educ. August i, 1909. 

9 :.?^5P°/^ °^ Agriculture in the High Schools of Michi- 
gan. Mich. Agric. Col., Dep't Agric. Educ. Bui. 5. July 1910 

10 Georgia. District Agricultural Schools of Georgia. ' Univ 
of Georgia. Bulletin, v. 7, no. 11. July 1907. Supplement, 47 p.' 

11 Hart, W R. Science Teaching in Some of the Smaller High 
Schools. T^Iass. Board Educ. 71st An. Rep't. 

12 Howe, F W. How Agriculture May be Taught in the Public 
Schools. Lul. 3. \\ mthrop ( S. C.) Normal and Industrial Col- 
lege, 1910. 8 p. 



SCHOOLS OF 



AGRICULTURE. MFXHANIC ARTS AND HOMEMAKING 25 

i^ Hunt T F. Agriculture in Secondary Schools. Pa. Dep't 
^Agric.'An. Rep't, v. 13 (i907)- P- 382-95- 

I. Tames Hon. C.C. Dcputv Minister of Agriculture for Ontario. 
TlT^ng oi the Elements of Agriculture m the Common 
Schools address delivered at the meeting of the Farmers Na- 
tional Congress, at Boston, October 5, 1899. and printed by the 
Massachusetts Board of Agriculture. 15 P- 

Tc Tefferv Joseph A. An Elementary Laboratory Study in 

^Crops for the^chools of Michigan. Published by the State 
Superintendent of Public Instruction. Bui. 26. 28 p. 

.6 \n Elementary Laboratory Study m Soils,^ ^°''^^^'! 

Schools of Michigan. Published by the State Superintendent 
of Public Instruction. Bui. 27. 1908. 36 p. 

17 Massachusetts. Public School Agriculture. Report of com- 
mittee appointed at conference on Agricultural Science, Am- 
herst, ^lass. 1908. ^lass. Agric. Col. 1909- 3^ P- 

18 Massachusetts Council of Education. The Relation of the 
Massachusetts High School to Community Needs, with Special 
Referen e to the Demand for So Called Practical Subjects; ab- 
stract from a report of a special committee. Mass. Board 
Educ. 71st An. Rep't. (30 P- reprint) 

19 Massachusetts Board of Education. Report of the Board of 
Education on Agricultural Education. Submitted to Legislature 
Jan. 191 1. 104 p. 

20 Michigan. County Schools of Agriculture in Michigan. 
Published by the State Superintendent of Public Instruction, 

Bui. 24. 1907- up- ^,. ,. -p , 

.1 Township Rural High Schools in :\ ichigan. Pub- 

" lished bv the State Superintendent of Public Instruction, 

Bui. 2S. ' 1907- 17 P- V • 1 

22 New York State Education Department, Albany. Agricul- 
ture Svllabus for Secondary Schools. 1910. 37 P- 
o^ Ontario. Report of Inspection of the Agricultural Depart- 
ments in the High Schools; being appendix Ai to the re- 
port of the minister of education, 1907. P- 952-66. (Reprint) 

24 Stewart, Joseph S. First Annual Report of the Congressional 
District Agricultural Schools of Georgia. Bulletin of the Uni- 
versitv of Georgia, v. 10, no. 4 A. Dec. 1909. 48 P- 

25 Storm, A. V. Public School Agriculture. Iowa Yearbook of 
Agriculture. 1908. p. 84-90. 

^6 Willsey, Cora M. A Suggested' Course in Agriculture. Pa- 
pers and discussions by .county normal training class teachers 
in Michigan. Published by the State Superintendent of Pub- 
He Instruction. Bui. 21. 1907. p. 21-31. 

In addition to the foregoing publications, the states and insti- 
tutions in the following list have at various times issued circu- 



26 NEW YORK STATE EDUCATION DEPARTMENT 

lars and bulletins containing- exercises for classes in school 
agriculture. Single copies of these can usually be procured on 
request. 

Alabama — Tuskegee Institute ; Connecticut — State Board of 
Education, Hartford; Georgia — Education Department (An. 
Rep't 1904), Atlanta; Indiana — Purdue University bulletins, 
Lafayette; Kansas — State Agricultural College (Industrialist), 
Manhattan; Minnesota — College of Agriculture, University 
Farm, St Paul ; Missouri — University of Missouri bulletins, and 
State Board of Agriculture bulletins, Columbia ; Nebraska — 
College of Agriculture and State Department of Education, Lin- 
coln ; New Hampshire — College of Agriculture and Mechanic 
Arts, Durham ; New York- — State College of Agriculture (Rural 
School leaflets), Ithaca, and State Education Department, Al- 
bany; Ohio — College of Agriculture (Extension bulletins), 
Columbus ; Oklahoma — Agricultural and Mechanical College, 
Stillwater; Rhode Island — State College (Nature Guard), 
Kingston; South Dakota — State College of Agriculture and Me- 
chanic Arts, Brookings. 

Articles and addresses from periodicals and proceedings relating to 

school agricidture 

1 Babcock, E. B. Agriculture in Secondary Schools. Nature 
Study Review, v. 5, no. 8. November 1909. p. 210-18. 

2 Balcomb, E. E. Some Means of Awakening and Maintaining 
an Interest in Agricultural Education. Nat. Educ. Ass'n. 
Proceedings and Addresses. 1909. p. 959-63. 

3 Bishop, E. C. The Present Status of Agricultural Education 
in the Public Schools. Nat. Educ. Ass'n. Proceedings and 
Addresses, 1909. p. 976-82. 

4 Agriculture, Domestic Art. and Manual Training with- 
out Funds or Equipment. Nat. Educ. Ass'n. Proceedings and 
Addresses. 1907. p. 1078-84. 

5 Brown, Elmer Ellsworth. Some Notes on Agricultural Educa- 
tion. Nat. Educ. Ass'n. Proceedings and Addresses, 1908. 
p. 1199-202. 

6 Butterfield, Kenyon L. Agricultural Education in the Schools. 
Trans. Mass. Hort. Soc. for 1908, I., p. 111-21. 

7 Caldwell, Otis W. The Course in General Elementary Science 
for the First Year of the High School. Proceedings of the 
Ninth Meeting of the Central Association of Science and 
Mathematics Teachers, 1909. p. 115-27. 

8 Clute, W. N. What One Class in Agronomy Did. School 
Science and Mathematics, v. 9, no. 8. Nov. 1909. p. 731-35. 

9 Cook, G. B, The Agricultural and Industrial Educational 
Movement in the South. Proceedings of the Conference on 
Education in the South, 1909. p. 69-84. 



SCHOOLS OF AGRICULTURE. MECHANIC ARTS AND HOMEMAKING 2/ 

10 Cook, J. W. Prog-ress of Education for the Year. Nat. Educ. 
Ass'n. Proceedings and Addresses, 1909. p. 390-97. 

11 Cook, O. F. Agriculture the Basis of Education. Monist, 
July 1907. p. 347-'^H- (Reprint) 

12 Cornell Nature Study Leaflets. \"olume bound as Nature 
Study Bui. I. N. Y. State Dep't Agric. 1904. 

13 Crosby, Dick J. Special Ag^ricultural High Schools. Nat. 
Educ. Ass'n. Proceedings and Addresses, 1909. p. 974-76. 

14 Davis, Benjamin Marshall. Agricultural Education. State 
Normal Schools. Elementary School Teacher, v. 10, no. 8, 
April 1910. p. 376-87. 

15 • ■ U. S. Bur. Educ. State Departments of Edu- 
cation. State Legislation. Elementary School Teacher, v. 10, 
no. 4. Dec. 1909. p. 163-76. 

16 U. S. Dep't Agric. Elementary School Teacher. 

Nov. 1909. p. 101-9. (Followed by later articles) 

17 What Constitutes Successful Work in Agriculture in 

Rural Schools? Nat. Educ. Ass'n. Proceedings and Addresses. 
1908. p. ii88-C)4. 

18 ■'Report of the United States Commissioner of Educa- 
tion for the year 1909, i : 142-43, on Agricultural Teaching in 
California. 

19 Dunton, A. M. Agriculture in Rural Schools. Northwestern 
Agriculturalist, v. 24, (1909) no. 6, p. 7, 8; no. 7, p. 3. 

20 Giles, F. M. The Teaching of Agriculture in the High School. 
School Review, v. 17, no. 3. 1909. p. 154-65. 

21 Graham, A. B. Agriculture in High Schools. Nature Study 
Review, v. 4, no. 3. March 1908. p. 65-70. 

22 Guss, R. W. Physics and Agriculture. Proceedings of the 
Conference on Agricultural Science. Amherst, Mass. Jwly 
1908. p. 29-34. 

23 Harbourt, S. A. Agriculture in the High School. Journal of 
Education (Boston), v. 70, no. 16. 1909. p. 430-31. 

24 Hart, W. R. The Place and Function of Agriculture in the 
Curriculum. Nature Study Review, v. 5, no. 6. 1909. p. 161- 
64. 

25 Haskell, Sidney B. Relation of the Physical Sciences to Ag- 
riculture. Proceedings of the Second Annual Conference on 
Agricultural Science. Amherst, Mass. July 1909. p. 44-49. 

26 Hays, Willet M. Our Farmer Youth and the Public Schools. 
American Monthly Review of Reviews. October 1903. p. 449- 

55- 

2j Agriculture, Industries, and Home Economics in our 

Public Schools. Nat. Educ. Ass'n. Proceedings and Ad- 
dresses, 1908. p. 177-90. 



28 NEW YORK STATE EDUCATION DEPARTMENT 

28 History of Secondary Agricultural Education. Pro- 
ceedings of the Twenty-eighth Annual Meeting of the Society 
for the Promotion of Agricultural Science, 1907. p. 73-83. 

29 Howe, F. W. School Agriculture in its Relation to the Com- 
munity. Rural Life Conference. Univ. \'a. 1909. Charlottes- 
ville, p. 66-71. 

30 Kays, Victor L. The John Swaney School. Nature Study 
Review, v. 4, no. 9. Dec. 1908. p. 271-75. 

31 Kern, O. J. The Consolidated School and the New Agricul- 
ture. Nat. Educ. Ass'n. Proceeding's and Addresses, 1907. 
p. 277-79. 

32 Main, Josiah. A Manual for High Schools, with Reference 
to Science and Agriculture. Univ. Tenn. 1909. 

33 Agriculture in the High School. School Science and 

Mathematics, v. 10, no. 3. March 1910. p. 217-28. 

34 The Correlation of High School Science and Agricul- 
ture. Nat. Educ. Ass'n, Proceedings and Addresses, 1909. 
p. 983-87. 

35 University Extension in Tennessee High Schools. 

The School Review, v. 18, no. i. Jan. 1910. p. 29-35. 

36 Massachusetts Agricultural College. Department of Agricul- 
tural Education. Proceedings of the Conference on Agricul- 
tural Science, Amherst, Mass. July 1908. Press of Carpenter 
and Morehouse, Amherst, Mass. 1908. p. 43. 

37 National Education Association. Report of the Committee 
on Industrial Education in Schools for Rural Communities, to 
the National Council of Education. (Winona, Minn.) Pub- 
lished by the Association, 1905. p. 97. 

38 1907. Proceedings and Addresses, 1907. 

p. 409-54- 

39 1908. Proceedings and Addresses, 1908. 

P- 385-447- 

40 Reports of the Committee on Six Year Course of 

Study. Proceedings and Addresses. 1907. p. 705-10. 1908. 
p. 625-28. 1909. p. 498-503- 

41 Peet, C. E. What Shall the First Year High School Science 
Be? Nat. Educ. Ass'n. Proceedings and Addresses, 1909. 
p. 809-16. 

42 Poe, C. H. The Agricultural Re\'olution and the Teacher's 
Part in It. Rural Life Conference. Univ. Xa. 1909. Char- 
lottesville, p. 72-83. 

43 Rankin, Fred H. Developing the American Farm Boy. Ad- 
dress delivered Dec. 7, 1905. Published by the University of 
Illinois, p. 26. 



SCHOOLS OF AGRICULTURE, MECHANIC ARTS AND HOMEMAKING 2g 

44 Robison, Clarence Hall. Administrative Phases of Agricul- 
tural Instruction ; Proceedings of the Conference on Agricul- 
tural Science. Amherst, Mass. July 1908. p. 14-28. 

45 Some Textbooks for Secondary School Agriculture. 

Nature Study Review, v. 3, no. 6. Sept. 1907. p. i8c^85. 

46 Agricultural Instruction in the Public High Schools of 

the United States. Teachers College, Columbia University, 1911. 

47 Sanderson, E. Dwight. Biological Sciences in Their Relation 
to Agricultural Science. Proceedings of the Second Annual 
Conference on Agricultural Science. Amherst, Mass. July 
1909. p. 50-58. 

48 Seerley, H. H. National Aid in the Preparation of Teachers 
of Agriculture for the Public Schools. Nat. Educ. Ass'n. 
Proceedings and Addresses, 1909. p. 965-68. 

49 Snyder, Edward Reagan. The Legal Status of Rural High 
Schools in the United States. Columbia University Contribu- 
tions to Education, no. 24, p. 225. 

50 Spalding, Edith H. The Problem of Rural Schools and 
Teachers in North America. Board of Education (London) 
Educational Pamphlet, no. 13, p. 70. 

51 True, A. C. Notes on the History of Agricultural Pedagogy 
in the United States. Proceedings of the 28th Annual Meeting 
of the Society for the Promotion of Agricultural Science, 1907. 
p. 84-106. (Reprint) 

52 Warren, G. H. Agriculture for High Schools. Proceedings 
of the Second Annual Conference on Agricultural Science. 
Amherst, Mass. July 1909. p. 32-43. 

53 Wellington, Charles. Chemistry and /Agriculture. Proceed- 
ings of the Conference on Agricultural Science. Amherst, 
Mass. July 1908. p. 35-43. 

Boohs on school and home gardening 

1 Greene, M. Louise. Among School Gardens. Charities Pub- 
lication Committee (Russell Sage Foundation), New York. 
1910. 

A general description of gardens and plans. 

2 Parsons, Henry G. Children's Gardens for Pleasure, Health 
and Education. Sturgis & Walton Co. New York. 1910. 
Gives special attention to pedagogical considerations and the reasons 

for gardening requirements. 

3 Rexford, Eben E. Four Seasons in the Garden. J. B. Lippin- 
cott Co. Philadelphia. 1907. 

4 The Home Garden. J. B. Lippincott Co. Philadel- 
phia. 1909. 

The character of the last two books is sufficiently indicated in their titles. 



30 NEW YORK STATE EDUCATION DEPARTMENT 

Books on domestic science and houieuiaking'^ 

1 Barrows, Anna. Principles of Cookery. American School of 
Home Economics, Chicago. IQO/. 

2 Bevier, Isabel. The Home, Its Plan, Decoration, and Care. 
American School of Home Economics, Chicago. 

3 & Van Meter, Anna R. Selection and Preparation of 

Food. Whitcomb & Barrows, Boston. 1907. 

4 & Usher, Susannah. Laboratory Manual — Food and 

Nutrition. Whitcomb i^ Barrows. Boston. 1908. 

5 Dodd, Helen. The Healthful Farmhouse. Whitcomb & Bar- 
rows, Boston. 1906. 

6 & Margaret E. Chemistry of the Household. Ameri- 
can School of Home Economics. Chicago. 1905. 

7 Elliott, S. Maria. Household Hygiene. American School of 
Home Economics, Chicago. IQ05. 

8 Raskins, C. W. How to Keep Household Accounts. Harper 
Brothers, New York. 1903. 

9 Le Bosquet, Maurice. Personal Hygiene. American School 
of Home Economics, Chicago. 1907. 

10 Parloa, Maria. Home Economics. Century Co. New York. 
1898. 

11 Plain Words About Food. (The Rumford Kitchen Leaflets) 
Rockwell & Churchill Press, Boston. 1899. 

12 Reading Course for Farmers' Wives, bound volumes pub- 
lished by the New York State College of Agriculture, Ithaca. 

13 Richards, Ellen H. Food Materials and Their Adulteration. 
Whitcomb & Barrows, Boston. 1906. 

14 Good Luncheons for Rural Schools. Whitcomb & 

Barrows, Boston. 1907. 

* Office of Experiment Stations Bulletin 94 (U. S. Department of Agri- 
culture) contains the titles of a large number of free publications on 
gardening and domestic science. 

Note. For the school reading room there might be the Journal of Home 
Economics published by the American Home Economics Association, Balti- 
more; School Agriculture, a monthly published in Morgantown. W. Va. ; 
and a semi-monthly of the same name, published in Springfield, Mass. 



INDEX 



Academic agriculture, 14. 

Advisory board, appointment, 4, 7. 

Agriculture, educational, 3-4; dis- 
tinction between academic and vo- 
cational, 14; course of practical 
education work on the farm or in 
the home, 15; general elementary 
course in the seventh or eighth 
grades. 16-17; courses in public 
high schools, 19 : list of books on, 
19-29. 

Agriculture, schools of, extract from 
Education Law. 4-7; state aid for, 
5-6. 7-8; courses for training of 
teachers in, 6-7 ; part of public 
school system, 7 ; relation to puli- 
lic school system, 7-9 ; pupils, 8, 
11-12: not all agricultural teach- 
ing is approved. 10: laboratory 
work in, 11; suggestions as to be- 
ginning the work, 11-13: courses 
of study suggested. 14-17; sug- 
gested course for boys, 17; typical 
schools of, 18 : increase in number, 
19. 

Apparatus, 11, 13. 

Biology, counts, 15. 
Books on agriculture, i9"-29; do- 
mestic science, 30. 

Chemistry, counts, 15. 

Commissioner of Education, powers 
and duties, 11. 

Cooking laboratory, 12. 

Counts, for agricultural courses, 14; 
biology, 15 ; mechanical drawing, 
15; for physics and chemistry, 15; 
in representation, design and 
household decoration, 15; shop- 
work, 15. 

County agricultural schools, 18. 

Course, use of term, 7, (footnote). 



Courses of study, 9-10; must be ap- 
proved by State Education De- 
partment, 8; inspection of, 11; 
suggested, 14-17. 

Design, counts in, 15. 
Diplomas for vocational work, 12. 
District agricultural schools, 18. 
Domestic science, books on, 30. 

Education, through agriculture and 

related subjects, 3-4. 
Education Law, extract from, 4-7. 
Equipment, 13. 

Gardening, books on, 29. 
Girls, admitted to the regular agri- 
cultural courses, 16. 

Home project work, elective, 16. 

Homemaking, books on, 30. 

Homemaking, schools of, extract 
from Education Law, 4-7; state 
aid for, 5-6, 7-8; part of public 
school system, 7; relation to pub- 
lic school system, 7-9; pupils, 8, 
11-12; suggestions as to beginning 
the work, 11-13; courses of study 
suggested, 14-17. 

Household decoration, counts in, 15. 

Household economy, teacher of, 12. 

Industrial schools, extract from 
Education Law, 4-7; state aid 
for, 5-6. 

Laboratory exercise, counts as one 
recitation period, 14. 

Mechanic arts, schools of, extract 
from Education Law. 4-7; state aid 
for. 5-6, 7-8 ; part of public school 
system. 7 ; relation to public 
school system, 7-9; pupils, 8, 11- 



32 



NEW YORK STATE EDUCATION DEPARTMENT 



12; laboratorj- work, 11; sugges- 
tions as to beginning the work, 
11-13; courses of study suggested, 
14-17. 

Alechanical drawing, counts, 15. 

Nonresident pupils, may be 
counted for payment of tuition by 
the State, 12. 

Physics, counts, 15. 
Pupils, recjuired and eligible for 
agricultural course, 8, 11-12. 

Report to Education Department, 

required, 8. 11. 
Representation, counts. 15. 
Rural agricultural high school, 19. 



Shopwork, counts, 15. 

State aid, for general industrial 

schools, 5-6, 7-8, 10; method of 

securing, lo-ii. 

Teachers, courses in schools of 
agriculture for training of, 6-7 ; 
requirements, 8; qualifications, 9; 
regulations regarding licenses, 11; 
third, allotment for salary, 13 ; 
two generally employed, 13; sub- 
jects for each year, 17. 

Trade schools, extract from Educa- 
tion Law, 4-7; state aid for, 5-6. 

Vocational agriculture, 14. 
Vocational Schools, Division of, 

organization and supervision of 

these schools, 13. 



